And, I don't know about you, but I hate the robot checker and didn't really want to have to revert back to that (but knew I would have to if I couldn't find an answer...because some of the spam was just plain inappropriate!).

I think I found a temporary solution. Maybe a permanent fix....time will only tell.

Here's what I did:

What I had begun to notice is that most of my spam comments were on older posts. So, this way, I can still receive comments (even from "Anonymous" comments) and I'm blocking most of the spam from getting through. I now receive notices that I have comments to moderate. Well, guess what? All of the ones that I have to moderate are about 99.9% spam. And, most of the legit comments are still able to make it through without having to enlist ol' robot checker.

For me, it seems to be working...I'd better go knock on some wood.

Hope this helps you :) If you have a better solution, I'd love to hear it! Please comment below and tell me your tricks for comment moderation and blocking spam.

We are finished with our fractions and decimals unit, but my kiddos still needed to continue to practice with equivalent fractions. Working with equivalent fractions is important, because it is also allowing my students practice in numeracy (knowing that one fraction is equivalent to another simply by multiplying both the numerator and denominator by the same number can only help them with number sense and continue to build their basic multiplication skills).

One of the ideas that was difficult for my students to understand is how to labels decimals on a number line.

The common core standard reads as such:
4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

Oh, sure. If it were only that easy. I tried relating it to money. I tried relating it to whole numbers. I got mostly blank stares. I was surprised, because usually at least the money analogy works.

Then, to the right of us would be all of the decimals from 0.51 to 0.99 (And...if we stretched out really far, we'd reach 1.0).

Seems simple. So why did it take me this long to do this with my students? Don't you just love "Ah ha!" moments? I do!

So, we talked about how 0.25 would be half way between as far out as we could stretch our left hand out and the middle of our bodies. Therefore, 0.75 would be half way between how far out we could stretch out our right hand and the middle of our bodies. This seemed to do the trick!

I'd call a decimal and they would have to quickly stretch the correct arm out the correct distance away from their bodies.

Take a look at this "decimal".

What decimal do you think she is trying to represent?

Do you know the best part of this activity? I could see them "doing decimals" when comparing decimals while taking their tests!

"Ah ha!"

I'd like to also share this freebie with you. We used this flipbook in our math notebooks to help us remember the vocabulary terms related to decimals.

It all boils down to numeracy and number sense if you ask me. Students need to know and understand how 3x5=15 equates to 3 sets of 5, or 5 sets of 3. It also means that if you start with 15 items and place those items into 3 equal groups, you have 5 in each group. I've spent a lot of time trying to help my students create a true understanding of the relationship between numbers. How do they work together? Which numbers "belong together"?

That was the sole drive behind creating these two lapbooks:

I wanted my student to work towards understanding how numbers work.

Now, I wasn't taught in a way {so many years ago} that valued understanding
numbers and the relationship between numbers. I was expected to memorize my facts. And you know what? I expect the same of my students, too.

But wait! You might have been thinking that this post was going to be heading in the opposite direction, didn't you?

Here's the thing. I truly believe there is a balance between the two ideas. I want my students to understand the relationship between the numbers. But, you know what else I expect of my fourth graders? I expect them to be able to recall multiplication facts quickly. Fluently.

When we start longer multiplication and division processes, I need for them to know that 7x8=56 NOT 64. Why is that the one they always miss?

I mean, how cute is that? And perfect for Valentine's Day. Numbers go together like peanut butter and jelly, or milk and cookies, or salt and pepper, or {a personal favorite} hamburgers and french fries.

I want my students to know that 6x8=48 and 8x6=48 should be stuck together or "InFACTuated" with each other. {Love it!}

Truly this is a way to "marry" both of my ideas and beliefs into one. If students can visualize which facts go together, then they will be able to memorize them more efficiently.

Here are a few snapshots of our work in action:

First, students quiz each other using the fact cards. They turned this into a game and loved it!

If the student got the fact correct, he could keep the card. If he didn't, then the partner kept the card.

Finally, when they were finished playing {I mean, quizzing each other), they went back to their seats to create study guides of the facts they need to practice.

I am having my students get these sheets signed so that parents can see specifically which facts need to be practiced. It's one thing to tell a parent, "Hey, your child needs to study his/her facts." And, it's a completely different thing to tell a parent exactly which facts need practicing.

I'm hoping this pays off with our timed multiplication tests this week! {And, I'm sure that it will!}

So, how do you feel about having your students memorize multiplication facts? I'd love to hear about what you do in your classroom!

Listening: You know I love him....right now on iTunes, you can listen to his album that is being released on Tuesday. I'm streaming it and um......LOVE :)
Loving: 'Nuf said! Plus, I'm going to the special movie about the making of the new album "All that Echoes" on Monday night :)
Thinking: Ugh...I hate grocery shopping!
Wanting: Well, wouldn't that be great?
Needing: Well, that's probably more of a want...but, you know.
Pet Peeves: Pretty self-explanatory, right?

You can click on the button to head on over to my store. Plus...if you buy two items from my store, I'll give you a third item for equal or lesser value for FREE :) All you have to do is email me and let me know what third item you'd like.

Happy Super Shopping! My cart is full and I can't wait to download some goodies :)

Welcome to Teaching Diversified! I am so happy you're here. After 20 years in elementary classrooms, I decided to venture out of the classroom into the world of ESOL (English for Speakers of Other Languages). I now spend my time learning about meeting the needs of these (and other) diverse learners. I absolutely love what I do and consider myself a lifelong learner.